March Entry-Continued dilemna from last month with new ideas!
We are still working on the same concept in Core 1. This time we have stopped front loading the students with the information and have started applying it. I am still getting that blank stare and students are still asking me, "what is a linear equation?" It is frustrating. I have reached out to anybody and everybody about what I could do. I have consulted the internet to search for graphic organizers, I have asked Melissa's student teacher. Here are things that I have tried as well as were shown by Melissa's student teacher.
1. A graphic organizer that asks the students to explain the process for writing a linear equation if they are given four different sets of information. Then, below they are actually asked to take the information and write a linear equation.
2. Brittany Dube also suggested that we provide students with the opportunity to actually apply this to something that matters to them. She suggested using cell phone plans. I created a worksheet where students had to research a cell phone plan with their computer and then answer the questions about finding slope and starting point and then to write their equation. I will attach that below.
http://www.educationalrap.com/song/rise-up-run-out.html This is a song about slope and linear equations. I played it for the kids, I'm not sure how well it worked, but I had fun and they had a good time making fun of me for being so corny.
[ http://www.learnnc.org/lp/pages/3084 ]http://www.learnnc.org/lp/pages/3084 This is about having the students create a life size graph where they represent the points. I have done this before, but the two classes I have that need the most help are huge and are behavior problems, so I'm not sure I would be interested in trying this at this point with them.
I will keep you posted about their progress. This unit is huge for Core 1 but I am getting frustrated because it is taking so long for them to "get it." Some days I feel as though they are just playing me, but other days they really just don't have a clue and nothing is sticking. With my freshmen this is the first time this year I have had this problem. Last year I had this problem all year with my kids. But I won't give up. So if you have any more ideas throw them my way!
February Entry- Dilemna
I have a problem. So up until the end of semester one my students were doing so good! I had around 5 students failing, even students who struggle with other classes. I was super excited for them and for myself. They were catching on quick to things and life was good! Enter into semester two and now things have changed. Emily, Lacey and I met and decided to front load our students to make double sure they understood slope, y-intercept/starting point and linear equations/tables/graphs in Core 1. This should have been a two to three day concept. We spent two weeks covering the concept. I have Duane in one of the classes with me. We have conversation after conversation about how I could teach them so they would understand. Day after day we tried new things and nothing seemed to work. I even talked with Lisa about it. We had debates about whether or not we should quiz and move on or spend more time as this is an important concept for them throughout the rest of the mathematics years here. At the end of the two weeks we had to quiz because the students still were not understanding a concept that should not be hard at all! I don't get it, and I need help trying to figure out how to get them to understand. The good news is we have moved out of the drill and kill stage and into the application stage of what we are working on. I could use a little help here!
Today I did try an quick write that had the following question: Using complete sentences, write down everything you know about linear models below. If you have any questions at this time, you can also write those down as well.
I also tried my exit slip with the following questions: 1) Using complete sentences, explained what you learned today. 2) What questions do you still have?
I will try something else again next time!
Melissa's comment and February entry:
I personally believe that we have some freshmen that are more like middle school students than we might realize. And there is a philosophy that the adolescent (middle school ) brain is not fully developed (mature) enough to completely understand the abstract concepts that are taught to them in mathematics such as algebra. Over the years I have had parents say to me that they didn't understand algebra at all in high school, but when they went back to school as adults and took the class and it was so much easier......NOT that this helps with the 5 students failing, and not making excuses just providing a little comfort.......good chance they will "get it" at some point in their lives :)
January Entry- Success
I am going to steal one from Lisa Russell for a minute. We were discussing information about the RTI program that the math department has put in place the other day. I know other teachers who taught freshmen last year can attest that it was a super rough year. I looked up my grades for the end of semester 1 and I had 53.4% of my freshmen failing. I had 25 total freshmen failing. That was not good. Now enter into the equation a new set of freshmen who have had some sort of RTI program for the last year and a half now. Their skills are low, as we have observed through NWEA scores. But they are catching on quick to the material this year. At the end of the first semester this year I have only 8.3% of my freshmen failing. I am at a total of only 4 now. This is a huge improvement from my students last year. I know that is it hard to compare one group to another, but the numbers don't lie. For multiple reasons, and I strongly believe one of those is our RTI program, as well as the middle school RTI they received, has helped many of my freshmen gain confidence and is helping them pass my course this year. I am super excited about the results, and I might be able to meet my goal of having all of my students pass for the year. (Although Matt did make me change it to 10% instead, which I am currently at a failure rate below 10%!)
December Entry- Success
I have this one class that can be a little out of control at times. I take that back, they can be very crazy. The kind of class where there are a bunch of boys who all disrupt the class together. For example, one will start making noises and then they all start making the same noise. They get up and walk around the room, all ask the leave to use the bathroom every period at the same time, and even if they aren't sitting together they are yelling across the room to each other. It is first period in the morning, and at times can give me a headache. But, I have been working on my classroom management with this class, and I have to say, the environment, as well as the learning, has improved. I use these laminated yellow "reminder" cards. When students are off task, being inappropriate, or anything I hand them a reminder card and walk away. They understand that this means they are doing something they shouldn't. The first card is just a warning, the second card is a 30 minute teacher detention. One day, the class started in yelling and screaming and when I said it was time to get started nobody listened. I started tossing those yellow cards at the students who were still being loud and the class stopped, looked at me, sat down and got started. It was amazing. Since really using these cards, the students have turned around as well. After vacation, when most students forget what happened, we were reviewing a concept we had quizzed on prior to break. One student, who can be the worst offender, answered each question, telling the class the process for using the calculator to enter equations and pull up the table to find answers we were looking for. Although he wasn't focused 100%, he still knew what was going on and was able to participate willingly. This class has gone from a nightmare that gave me headaches to a group who can joke around and still get work done. It is amazing. I am proud of myself, because in my last two years I have to say classroom management has not been up to par. I have had classes like this who ruin my day and not much gets accomplished.
Thank you, Sarah. I am using those cards. Thanks for sharing as we have the same students. - Pam
October Entry
It's NEW!
I have attached a graphic that I created for the kids. It incorporates technology use and has the students complete an investigation where they have to then come to their own conclusions. The last thing they have to do is then apply what they have learned to fill in the answers on the back page. It follows the Core Plus method of investigating through a concept and coming up with the conclusion on their own. I also thought it was a fun thing where the kids could use the technology. I liked it and it seemed to work. It also allowed me to circle around the room more and help kids that didn't understand.
March Entry-Continued dilemna from last month with new ideas!
We are still working on the same concept in Core 1. This time we have stopped front loading the students with the information and have started applying it. I am still getting that blank stare and students are still asking me, "what is a linear equation?" It is frustrating. I have reached out to anybody and everybody about what I could do. I have consulted the internet to search for graphic organizers, I have asked Melissa's student teacher. Here are things that I have tried as well as were shown by Melissa's student teacher.
1. A graphic organizer that asks the students to explain the process for writing a linear equation if they are given four different sets of information. Then, below they are actually asked to take the information and write a linear equation.
2. Brittany Dube also suggested that we provide students with the opportunity to actually apply this to something that matters to them. She suggested using cell phone plans. I created a worksheet where students had to research a cell phone plan with their computer and then answer the questions about finding slope and starting point and then to write their equation. I will attach that below.
3. She also found the following links for me:
http://www.educationalrap.com/song/rise-up-run-out.html This is a song about slope and linear equations. I played it for the kids, I'm not sure how well it worked, but I had fun and they had a good time making fun of me for being so corny.
[ http://www.learnnc.org/lp/pages/3084 ]http://www.learnnc.org/lp/pages/3084 This is about having the students create a life size graph where they represent the points. I have done this before, but the two classes I have that need the most help are huge and are behavior problems, so I'm not sure I would be interested in trying this at this point with them.
I will keep you posted about their progress. This unit is huge for Core 1 but I am getting frustrated because it is taking so long for them to "get it." Some days I feel as though they are just playing me, but other days they really just don't have a clue and nothing is sticking. With my freshmen this is the first time this year I have had this problem. Last year I had this problem all year with my kids. But I won't give up. So if you have any more ideas throw them my way!
February Entry- Dilemna
I have a problem. So up until the end of semester one my students were doing so good! I had around 5 students failing, even students who struggle with other classes. I was super excited for them and for myself. They were catching on quick to things and life was good! Enter into semester two and now things have changed. Emily, Lacey and I met and decided to front load our students to make double sure they understood slope, y-intercept/starting point and linear equations/tables/graphs in Core 1. This should have been a two to three day concept. We spent two weeks covering the concept. I have Duane in one of the classes with me. We have conversation after conversation about how I could teach them so they would understand. Day after day we tried new things and nothing seemed to work. I even talked with Lisa about it. We had debates about whether or not we should quiz and move on or spend more time as this is an important concept for them throughout the rest of the mathematics years here. At the end of the two weeks we had to quiz because the students still were not understanding a concept that should not be hard at all! I don't get it, and I need help trying to figure out how to get them to understand. The good news is we have moved out of the drill and kill stage and into the application stage of what we are working on. I could use a little help here!Today I did try an quick write that had the following question: Using complete sentences, write down everything you know about linear models below. If you have any questions at this time, you can also write those down as well.
I also tried my exit slip with the following questions: 1) Using complete sentences, explained what you learned today. 2) What questions do you still have?
I will try something else again next time!
Melissa's comment and February entry:
I personally believe that we have some freshmen that are more like middle school students than we might realize. And there is a philosophy that the adolescent (middle school ) brain is not fully developed (mature) enough to completely understand the abstract concepts that are taught to them in mathematics such as algebra. Over the years I have had parents say to me that they didn't understand algebra at all in high school, but when they went back to school as adults and took the class and it was so much easier......NOT that this helps with the 5 students failing, and not making excuses just providing a little comfort.......good chance they will "get it" at some point in their lives :)
January Entry- Success
I am going to steal one from Lisa Russell for a minute. We were discussing information about the RTI program that the math department has put in place the other day. I know other teachers who taught freshmen last year can attest that it was a super rough year. I looked up my grades for the end of semester 1 and I had 53.4% of my freshmen failing. I had 25 total freshmen failing. That was not good. Now enter into the equation a new set of freshmen who have had some sort of RTI program for the last year and a half now. Their skills are low, as we have observed through NWEA scores. But they are catching on quick to the material this year. At the end of the first semester this year I have only 8.3% of my freshmen failing. I am at a total of only 4 now. This is a huge improvement from my students last year. I know that is it hard to compare one group to another, but the numbers don't lie. For multiple reasons, and I strongly believe one of those is our RTI program, as well as the middle school RTI they received, has helped many of my freshmen gain confidence and is helping them pass my course this year. I am super excited about the results, and I might be able to meet my goal of having all of my students pass for the year. (Although Matt did make me change it to 10% instead, which I am currently at a failure rate below 10%!)December Entry- Success
I have this one class that can be a little out of control at times. I take that back, they can be very crazy. The kind of class where there are a bunch of boys who all disrupt the class together. For example, one will start making noises and then they all start making the same noise. They get up and walk around the room, all ask the leave to use the bathroom every period at the same time, and even if they aren't sitting together they are yelling across the room to each other. It is first period in the morning, and at times can give me a headache. But, I have been working on my classroom management with this class, and I have to say, the environment, as well as the learning, has improved. I use these laminated yellow "reminder" cards. When students are off task, being inappropriate, or anything I hand them a reminder card and walk away. They understand that this means they are doing something they shouldn't. The first card is just a warning, the second card is a 30 minute teacher detention. One day, the class started in yelling and screaming and when I said it was time to get started nobody listened. I started tossing those yellow cards at the students who were still being loud and the class stopped, looked at me, sat down and got started. It was amazing. Since really using these cards, the students have turned around as well. After vacation, when most students forget what happened, we were reviewing a concept we had quizzed on prior to break. One student, who can be the worst offender, answered each question, telling the class the process for using the calculator to enter equations and pull up the table to find answers we were looking for. Although he wasn't focused 100%, he still knew what was going on and was able to participate willingly. This class has gone from a nightmare that gave me headaches to a group who can joke around and still get work done. It is amazing. I am proud of myself, because in my last two years I have to say classroom management has not been up to par. I have had classes like this who ruin my day and not much gets accomplished.Thank you, Sarah. I am using those cards. Thanks for sharing as we have the same students. - Pam
October Entry
It's NEW!
I have attached a graphic that I created for the kids. It incorporates technology use and has the students complete an investigation where they have to then come to their own conclusions. The last thing they have to do is then apply what they have learned to fill in the answers on the back page. It follows the Core Plus method of investigating through a concept and coming up with the conclusion on their own. I also thought it was a fun thing where the kids could use the technology. I liked it and it seemed to work. It also allowed me to circle around the room more and help kids that didn't understand.